Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities

By Laura M. Sáenz, Lynn S. Fuchs, Douglas Fuchs. 2005

237 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/f7e0b9b8bede56cd0833a4f9e9e562b296ad97c0

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In Developmental and Educational Psychology

In Education

In Safety Research

Citations in the corpus

Peer-Assisted Learning Strategies (2005, background): “Sáenz et al. (2005) reported that one of three outcome measures was statistically signficant (number of questions correct), but the WWC could not confirm this finding.”
The Effects of Peer–Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis (2007, methodology): “Peer tutoring has been widely used across academic content areas with improvements in academic achievement for a wide range of learners (Greenwood et al., 2002; Mastropieri, Scruggs, Spencer, & Fontana, 2003; Mortweet et al., 1999; S´aenz, Fuchs, & Fuchs, 2005).”
Reading Comprehension Instruction for Students With Learning Disabilities, 1995—2006: A Meta-Analysis (2010, unknown): “Examples include (a) peer-assisted learning strategies (Calhoon, 2005; D. Fuchs, Fuchs, Mathes, & Simmons, 1997; L. S. Fuchs, Fuchs, & Kazdan, 1999; Saenz et al., 2005), (b) CSR (Bryant et al.”
A Review of the Effects of Peer Tutoring on Students with Mild Disabilities in Secondary Settings (2007, background): “Moreover, Sáenz, Fuchs, and Fuchs (2005) reported great effects when a peer-tutoring strategy was used in elementary settings (third grade through sixth grade) to increase the reading comprehension of English-language learners with learning disabilities.”
Reading comprehension: Developmental processes, individual differences, and interventions. (2008, background): “Storch and Whitehurst (2002) followed children from the preschool years into Grade 4 and studied how developmental precursors such as phonological awareness, print knowledge, vocabulary, and narrative comprehension were related to growth in word decoding and reading comprehension.”